Parent-Child Interaction Therapy (PCIT) delivered in the school setting with teacher involvement: a co-produced intervention for students with conduct problems

Abstract

Objective: School-based interventions for students with conduct problems typically reflect a multi-tiered system of behaviour supports. However, caregivers are rarely included, particularly in interventions for students with the most severe problems requiring intensive support. To address this gap, we evaluated the effectiveness of a school-delivered adaptation of Parent-Child Interaction Therapy (PCIT), an individually delivered, family-based parenting programme. The intervention was co-produced with seven educational institutions in Australia for children aged 3–8 years with conduct problems and their caregivers and educators. We also explored acceptability and feasibility related to implementing PCIT in a school setting. Method and Results: We describe a six-step implementation process: (1) evidence review; (2) stakeholder consultation to plan the project; (3) co-producing the research protocol for delivering PCIT in schools; (4) pilot testing with an initial student cohort (N = 27); (5) co-modifying the protocol based on outcomes and stakeholder feedback; and (6) testing the co-modified protocol featuring direct educator involvement in a second student cohort (N = 42). Conclusions: Findings support the promise of School PCIT as an indicated/Tier 3 intervention for young children with conduct problems. The collaborative process highlighted key facilitators and barriers to implementation that should inform future research.